Session 3

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Theme: All Messages Are Constructed
Media text: Newspapers

Materials:
13 MLE Remotes
11 Copies of Thoman and Jolls article
11 Copies of Spot.us article
Ball of yarn
10 options for photo caption
5 keyword phrases for 3 current events (15 phrases total).

LEARNING OBJECTIVES:

Learning how to use the 5 Questions of Media Literacy to have a conversation about the news
Identifying the benefits and challenges of using current events in the classroom.
Exploring web sources, authors, and determining the tools needed to conduct effective and reliable/credible web searches

I can explain the significance of “all messages are constructed” in my own words.
I can identify the author(s) of a web source.
I can discuss the different types of web authors.
I can explain how the relationship between message and source helps me to evaluate credibility.
I can explain how visual choices in photography can support or frame an article.
I can describe how meaning-making is an active process between audience and author.

ABSTRACT (DESCRIPTION):

PROCEDURES:

5:30 – Discussion since last meeting, focus on progress thinking about integrating MLE into lessons/expeditions (John).

5:45 p.m.
Activity 1: Introduce 5 Questions to review Spot.us article (Emily)
  • Begin with open-ended conversation about take-aways from article
  • Introduce main concept for the day: “all messages are constructed”
  • Four corners with Questions 2-5.
  • Answering the “so what” question – what's the benefit of asking these questions? Write down on paper and put on wall.

6:30 p.m.
Activity 2: Online keyword search activity (John)
  • Provide several keyword phrases to change results in current events searches. Everyone does an individual search for one .
  • People with the same keywords meet and discuss the authors of each piece – URL, website name, authors.
  • Large group: discussion: categorize authors into types of authors.

7:15 p.m.
Activity 3: “Yarn game” (Renee)
  • Everyone stands. We introduce a word, PARIS. Everyone writes down three sentences.
  • Bring paper up to circle. Renee tosses ball of yarn. When you catch it, you read it aloud. Repeat through group once.
  • Renee quizzes: “who said _”?
  • The internet consists of multiple authors. When you go from place to place, you literally move from author to author.

7:30 p.m.
Activity 4: Photo interpretation activity (Dave)
  • Pictures as texts.
  • In large group: Describe the picture: “I see...” with a model
  • Add the caption. Now do prediction activity—each person comes up with a new backstory.

8:00 p.m.
Activity 5: Introduce the process to develop a project or expedition (Renee)
  • Set expectations for lesson plans
  • Brainstorm activity: inside hat there are K-6 literacy topics and projects. First model what doing a lesson about "_" consists of:

Food advertising for children
A picture is worth a thousand words
Truth versus rumor in celebrity news
Comic creation
Talk radio format
Cartoons for kids or adults
Cell phones
Stereotypes
How music makes me feel
Creating characters
Creating settings
Heroes and villains
Character versus actor
Role playing in a debate
Truth versus lie
When to share and when not to share
Sesame Street
Imagine outside of the frame

To complete for the next session:
--Thoman and Jolls MLE article.
--Develop a mini lesson on one of the above topics with the following four components: Abstract, Learning Targets, Procedure, Assessment Rubric.

ASSESSMENT: